Health, Wellness, Safety & Respect

Katie KutrykHealth & Wellness Educator

Student Support

Jodie SchoenbeckStudent Support Case Manager

Student Support

Purpose of Our Session• Create understanding of our roles and how they

contribute to the overall health, wellness and safety of students and the campus community.• To see some of the recommendations of the

Mental Health Strategy in action and what’s being done on campus!

• To inform you of current and relevant health and wellness priorities on our campus.

• To learn about the range of resources available on and off campus, to empower staff members in supporting students mental health and overall

wellness.

Health and Wellness Educator Background

• Registered Nurse, College of Registered Nurses of Manitoba

• Bachelor of Nursing, University of Manitoba• Winnipeg Regional Health Authority: Health

Sciences Centre, St. Boniface Hospital• Travel Health work experience• Passion for Public Health, Health Promotion &

Prevention

Health & Wellness, University of Manitoba

• Created and Established in late 2012• VISION

– An accessible, inclusive, supportive and sustainable program based on evidence based health promotion and prevention strategies.

– Intervention at individual and community level.– A program that goes beyond just providing health

information, but rather:• engages students in building capacity to enable an

increase of control over, and to improve their health• Provide opportunities to engage the campus together as a

whole in creating a learning community that is healthy, supportive and safe.

Health and Wellness Role

• Health & Wellness Educator– On going needs assessments– Public education and program development

based on needs– Raising awareness of student supports, on

campus and off campus resources– Building strong partnerships with on campus and

off campus stakeholders in student health and overall wellbeing• Examples: Klinic Community Health Centre, Women’s

Health Clinic, Sexual Assault Nurse Examiner Program

Health & Wellness Responsibilities

• Interaction with students– Classroom settings, workshops,

presentations, one on one.

• Resource person for staff, faculty and external stakeholders– Responding to student health and

wellness concerns and needs as identified.

• Health and Wellness resource connection

• Health Promotion Programming– Peer Health Educator Program– UM Health and Wellness Blog

• Public Education and Outreach– Online presence (Facebook, ICS

Newsletter)– Workshops & Presentations on an Ad

Hoc basis• Sexual Health/Assault,

Consent• Healthy Lifestyles (sleep, physical

activity, healthy eating)• Stress Management• Travel Health

– Pet Therapy– Awareness building

• Committee Work– Sexual Assault Working Group– Alcohol Advisory Committee– Manitoba Alcohol Strategy Group

Student Support Case Manager:Jodie Schoenbeck, B.S.W.

Education

Bachelor of Social Work, University of Manitoba

Professional Experience

Case Manager, Child and Family Services

Clinical Case Manager, Marymound Treatment Foster Care

Student Support Case Management,

University of Manitoba• Position originated in September 2013

Vision:To provide coordinated, accessible, sustainable and practical support, on both an individual and community level, to promote respect, safety and well being.

Student Support Case Manager:Role and Responsibilities

• Case Management: Support Caseload – students experiencing ongoing distress due to complex needs and life situationsResponsibilities: -coordinating multiple supports of the student to create a support team for the individual-informing and referring students to campus and community resources-creating ongoing practical plans that are sustainable and fit the unique needs of the individual (i.e. attending -ongoing assessment of the individual’s well being-assisting students with Authorized Withdrawals process if they have experienced trauma or ongoing mental health needs

SSCM Roles and Responsibilities cont…

STATIS Caseload – students who have been identified as disruptive or potentially unsafe

to the communityResponsibilities:-identifying students/situations of concern and reporting to team-coordinating ongoing assessments and investigations of situations/students-collaboratively creating interventions with STATIS and other campus stakeholders-providing supportive case management to the students-educating campus community to the role and presence of STATIS

SSCM Roles and Responsibilities cont…

• Consultations:-Available to staff, faculty and all campus stakeholders -Through one to one email/phone calls, group meetings-Purpose of consults is to support staff in working with distressed students and students of concern

• Presentations:-collaborative presentations with other student support offices on: -empowering campus stakeholders to work with students experiencing distress

-how to promote safety and well being on an individual/ community level

Foundation of Health and Wellness

• Optimal wellness is achieved when students are supported in each of these areas.

• Neglecting any one area compromises overall health.

Responding to Needs…

Focus 2014-2015: Priority Issues

• Mental Health• Sexual Assault

• High Risk Alcohol Consumption

• These are all relevant and growing issues for our student population.

• You all are located on the “wheel” somewhere.• We all contribute to the student’s life.• We all have to be mindful of these issues, regardless of

where we work.

Vulnerable Populations

There are various student groups that may encounter more challenges and

barriers then others in a post secondary academic environment.

National College Health Assessment

• Conducted through Health & Wellness for the first time in Spring 2013.

• A comprehensive survey of U of M students habits, needs, perceptions and behaviours on the most prevalent health topics.

• Compared to Canadian Reference Group data• Helps understand each aspect of student

wellness• Informs programming

Mental Health

A PICTURE OF OUR CAMPUSNCHA:• Within the last 12 months students reported

experiencing the following:– 83.0% felt overwhelmed by all they had to do– 81.9% felt exhausted (not from physical activity)– 60.2% felt very sad– 49.4% felt overwhelming anxiety– 47.3% felt things were hopeless– 33.4% felt so depressed it was difficult to function

An Individual Story• A fourth year international student• Two terms of requesting AW’s for all classes• Not attending classes• Not submitting work

What was going on?What could be done?

Establishment of first

ever student run, student led, mental

health awareness, advocacy

and education student

group on campus.

Outreach

PET THERAPY• Started April 2012• Midterm and Final Exam time on Fort Garry & Bannatyne

Campuses• One of the most popular Health & Wellness initiatives • Handbook on Animal-Assisted Therapy: Theoretical

Foundations and Guidelines for Practice, several studies are cited which show positive effects of interaction with animals including: an instant decrease in blood pressure and an increase in oxytocin (feel good hormone) (Fine, 2010).

• Research has also shown that students who interact with therapy dogs report significantly lower levels of anxiety (Morgan, 2008).

Outreach Continued

• Awareness building• Gold Card

• Presentations• Workshops

Strategically Moving Forward…

• Meeting Students Where They are At• Current Individual Student Support Teams• Care/Bit Team• Points of Contact in Psychiatric Units, Crisis

Response Centre• University 1 Project

Sexual Assault– Almost half of self-reported sexual assaults were against people aged 15-24

(Statistics Canada, 2008).– Estimated that over 80% of women who are sexually assaulted do not report due

to:• Lack of safety, stigma, fear of consequences (including re-victimization or

lack of response once reported) (Ontario Women’s Directorate, 2002).– Statistics estimate that 1 in 4 Canadian women will be sexually assaulted

during her lifetime (Statistics Canada, 2006).– Less than 1 in 10 sexual assaults are reported to the police, compared to

robbery (47%) and physical assault (40%) (Statistics Canada, 2008).– 51% of survivors of sexual assaults reported to the police that they had difficulty

carrying on their day-to-day activities after their assault (Statistics Canada, 2007).

– Most sexual assaults on post secondary campuses occur within the first 8 weeks of classes (Department of Justice Canada, 2003).

– More than 80 per cent of rapes that occur on college and university campuses are committed by someone known to the victim, with half of these incidences occurring on dates (Metropolitan Action Committee on Violence Against Women, 2010).

– A national survey revealed that 4 out of 5 undergraduate students said that they had been victims of violence in a dating relationship, (29% of those reporting incidences of sexual assault) (Dekeresedy and Kelly, 1993).

Become a large part of our jobs.

An Individual Story• First year student, living in residence; on her

own for the first time• Meets a much older male from local

community over the internet• She suddenly stops attending classes, not

sleeping, becomes isolated and has erratic mood shifts

What happened here?What can be done?

Sexual Assault Working Group• Created Spring 2014• Katie Kutryk and Jodie Schoenbeck are Co-Chairs• Composed of diverse membership (staff, faculty, students,

externals).• It was created in response to the need for sexual assault to be

addressed in a centralized, informed and systematic way. • Purpose:

– To address the issue of sexual assault on campus, to enhance a culture of safety, respect and collective responsibility within the UM community.

– To coordinate the implementation of evidence based initiatives to bring about effective change.

• Example: Bystander Intervention

• Two sub-committees created– Awareness & Education– Policy, Protocol & Website

CBC – SA Working Group

• http://www.cbc.ca/news/canada/manitoba/manitoba-university-pens-how-to-guide-for-helping-sexual-assault-victims-1.2839188

• Play Video

Alcohol Consumption• One of the most complex issues to address.• Culturally ingrained as a “right of passage” and condoned by adults.• Harms and risks of heavy drinking are heavily documented

– Injuries and negative health impacts• Physical Injury, sexual assault, violence, risky sexual behaviour, death

– Negative impact on still developing brain (especially executive functioning, such as decision making, planning, impulse control, processing of emotions).

– Missing classes, lower grades, sleep deprivation, etc. » (Province of Nova Scotia, 2012)

• Statistics– 71% of Canadians aged 15-24 years of age reported binge drinking

behaviour 12 or more times in the past year (Canadian Centre for Addiction and Mental Health, 2008).

– NCHA• 65% of UM students reported using alcohol within the past 30 days.

Those same students thought 91% of students used alcohol within the past 30 days.

• 48% of UM students reported consuming 5 or more drinks the last time they “partied” or socialized.

An Individual Story• Returning student, Undergraduate Studies• Attends a social in the first month of classes• While intoxicated starts to utter threats and

participates in property damage

What’s going on here?Is there anything that can be done?

Work Being Done

– University of Manitoba Alcohol Advisory Committee• A mandate of the committee: awareness and education• Awareness Building (posters developed 2013)

– Participation in Manitoba Provincial Alcohol Strategy– Attendance at National Alcohol Learning

Collaborative Meeting on High Risk Drinking in Ottawa, Ontario (2014)

– Working to strengthen our external resource partnerships

– Collaboration for culture change• Orientation 2014: delivered alcohol and consent

messages to incoming U of M students

Peer Health Educator Program Development

• Currently developing a Peer Health Educator Program.• A “gold standard” in Health & Wellness programs at post

secondary institutions across North America.• According to FHI best practice guidelines, “peer education is

based on the premise that young people are more likely to change their behavior if peers they like and trust advocate change…which in turn can improve young people’s health-related knowledge, attitudes, and skills and their access to health” (2010).

• Program will:– Provide effective peer to peer outreach on major issues affecting

university students.– Increase outreach potential on important health issues significantly.– Increase capacity of programming– Give students an opportunity to be health and wellness leaders

amongst their peers.

Conclusion

• A good start, a long way to go• A campus that cares• Difficult, complex topics• Most effective strategy is a collective

approach to addressing these issues• Partnerships are key! • We are there to support students, but

we are there to support staff on these issues. We are a resource for you!

References

• American College Health Association. (2013). National College Health Assessment II: University of Manitoba Executive Summary.

• Department of Justice Canada. (2003). Factsheet on Dating Violence. Retrieved from: http://cfsontario.ca/downloads/CFS_factsheet_antiviolence.pdf

• Dekeresedy and Kelly. (1993). The incidence and prevalence of women abuse in Canadian university and college dating relationships: results from a national survey. Retrieved from: http://cfsontario.ca/downloads/CFS_factsheet_antiviolence.pdf

• University of Manitoba. (2014). Sexual Assault. Retrieved from: http://umanitoba.ca/student/sexual-assault/

• Statistics Canada. (2008). Canadian Centre for Justice Profile Series: Sexual Assault in Canada 2004 & 2007. Retrieved from:http://www5.statcan.gc.ca/access_acces/archive.action?loc=/pub/85f0033m/85f0033m2008019-eng.pdf&archive=1

• Centre for Addictions and Mental Health. (2008). Partying and getting drunk. http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/alcohol/Pages/binge_drinking.aspx

References Continued• FHI 360. (2010). Evidence Based Guidelines for Youth Peer

Education. Retrieved from: http://www.iywg.org/resources/evidence-based-guidelines-youth-peer-education

• Ontario Women’s Directorate. (2002). Sexual Assault: Reporting issues. Retrieved from: http://www.orcc.net/sites/all/files/pdf/Sexual-Assault-Statistics-FS.pdf

• Province of Nova Scotia. 2012. Reducing alcohol harms among university students: A summary of best practices. Retrieved from: http://www.gov.ns.ca/hpp/resources/addictions.asp

• Metropolitan Action Committee on Violence Against Women. (2010). York University Safety Audit. 2010. Retrieved from: http://cfsontario.ca/downloads/CFS_factsheet_antiviolence.pdf

• Morgan, Tiffani. (2008). AN EXAMINATION OF THE ANXIOLYTIC EFFECTS OF INTERACTION WITH A THERAPY DOG. Retrieved from: http://dspace.iup.edu/bitstream/handle/2069/104/Tiffani%20Morgan%20Updated.pdf?sequence=1

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